09春英语本科英语教学法1形成性考核Word格式.docx
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Restrictions
TheGrammar-Translation
Method
Thegrammaroftheclassicallanguagehadtobedescribedandbrokendownintolearnablechunksverbswereconjugal.
Vocabulary,grammarpointsdrawoutandlearnwiththemothertonguetranslation.
ItwasdesignedaroundgrammaticalstructuresEachlessonwouldteachagrammarstructurestartingwithsimpleones.
Liketheverb“tobe”andprogressingthroughtomorecomplexones,suchasverbtenses.
AFunctionalNotionalApproach
E—UreyleanLeanlyin1957
Notoftheindividualgrammarsofeachofthelanguage,butoftheComalfunctionsonhadtoperform.
Thesituationsthatthecomputermightfindhimselfin.
Thelanguagetaughtwouldnotbedescribedinonlygrammaticalforms.
TheAudio-lingualMethod
Inthe1950s—1970s
Theuserofalanguagealsoneededtoknowwhotousethemwithandinwhichsituations.
Expressionsappropriatetothesituation.
Toomuchdetailoncommunicativecompetencein.
P5:
TotalPhysicalResponse
Inthe1960s
Thepretenseresearchershadtenured.
Merelybycopyingwhatissaidorwritten
Correctionofthemwilldependontheexactmeaningthe;
earneristryingtoexpress
CommunityLanguageLearning
Inthe70sinNorthAmericaandinEurope
Concernedthelearnerasawholeperson
Imaginetheoppositesituation
Theemphasisisonacceptanceandencouragement
TheCommunicativeApproach
Comprehensiveteachingandlearningmethodology
Emphasesonmorecomprehensivethrowingofcompetence
Tochoosematernitiesofteaching
P7．Activity2
Whattypeofsyllabusareyouusingforyourteaching?
Grammarmethod.andadvantages:
Studentscanmastergrammarsverywell.Theycangetmorecredits
Disadvantages:
Manystudentscan’tspeakandwriteEnglishfluentlyandquickly
Yoursyllabus:
I’majuniormiddleschoolteacher.IfollowthenationalsyllabusofourtextbookbutnowIwillusethegoodteachingmethodthatI’mlearning.
单元学习记录
Whathaveyoulearntfromthisunit?
IknowtheconsistsofCTLoffunctionsofadvantagesofteachingmethod..
Whathasbeenusefultoyou?
Tellmealotabout“Howtoteachmystudents”.
Whatdoyouthinkyoucanapplytoyourteaching?
Activitiesmore.Usingthecompetenciesmethodology..
Howdoyouintendtodothis?
BesidemyEnglishlessonsaretaughtbymeverywell,Itakemoreattentiontomyuniversitycurses.
Arethereanyproblemsthatyouhaveencounteredinthisunit?
Yesforexample.WhereIcanfindsomereferencegeniturematerialsformystudents.
Howdoyouintendtodealwiththoseproblems?
Iwillgotothebookshopandgotothelibrary.
DidyouatanypointchangeyourattitudetowardssomeaspectofteachingorlearningEnglish?
YesIwanttoknowhowtheotherschoolteachtheirstudentsbyusingCTL.
Isthereanythingmoreyouwouldliketoknow?
Yes,ofcourse.Forexample,IshouldgivemoretimetomystudentstoletthembyusingCTL.
Haveyoudoneanyfurtherreading？
Yes,ofcourse.IwillreadvarietyEnglishTeachingMethodologybooksasforastcanget.
Unit2
TheCommunicativeApproach
I．Syllabus:
1.school
2.expressingangry
Classroomactivities：
3..communication
4.Communication.
5..now
6.Learn
7.come
8.genuine
LearnerRole:
9.classroom
10.real—lifesituation
TeacherRole:
11..material
12.design
13.organize
TheRoleofInstructionalMaterials:
14.activities
15.
role—play
16.
real—life
P11---12
II．
1.Ihaveageneralideaofwhatitmeanstodeveloplearnerscommunicativecompetenceandwhatthatinvolves
2.Understandthebasicprinciplesofcommunicativelanguageteaching
1.Beabletofollowthegeneralguidelinesfortheteachingoflanguageskills
2.Beabletouseinformation—gapandrole—playingactivitiestopracticethelearnerscommunicativeskills
Beawareoftheimportantofknowledgeaboutlanguageprocessingandbeabletoapplyyourunderstandingofittotheteachingofallthelanguageskills,aswellastotheselectionofsupplementarymaterials
ThemorepracticeIgivemystudentsincommunicatinginEnglish,themoreabouttheywillbeabletouseEnglishintherealwordandtopasstheexamination.
Thelanguageisnaturaltosuchstudentswillreadhowspeakersofthelanguageuseit
Authenticityinthelanguageclassroomincludestheuseofauthenticmaterialsdesignauthenticclassroomactivitiesandspeakingalltothestudents.
Yes,ofcourse.Forexample,Ishouldgivemoretimetomystudentstoletthemstudythinkbythemselves.
Yes.MostlyIwanttowatchareallessonofETL.
Unit3FocusonReading
Thetextyourmini—lessonplanisbasedon:
Itisbasedonnewword:
①
tanked
②It’satransitiveverb.
③TheAmericanexpressionis“gastank”.
④Theprepositionusedbeforethenountinnyis“over”.
⑤Yes,It’scountable
⑥It’susedtomeanthatifaproblemwasequallyresponsible.
2.
Typeoftheactivity
Translating
Objective（s）oftheactivity
Toletmystudentsknowaknowledge
Classroomorganizationoftheactivity
Pair—work.Activities,role—play…
Teacher’srole（s）
Organizers
Student’srole（s）
Actor,learner
Teacherworkingtime
20minutes
Studentworkingtime
25minutes
Teachingaid（s）
Usethelanguagetheyknowinordertogetmeaningacrossandeffectively.
Predictedproblem（s）
Theacceptabilityoftheformsthatareintheparticularsituation.
Solution（s）
Givemoreexampleandcopedwiththecommunicativedemandoftheactivity.
Procedure
①tanked
②It’satransitiveverb.
Ⅱ.
I’velearntthinkmoredeeplyaboutwhatisinvolvedinreadinginaforeignlanguage,Asateacher.Ishouldhaveawidevarietyofteaching..
Inordertomoralestudentstoreadwidely,andefficientlyinEnglish.Ineedtomakesuremelessonsareinterestingvariedempirictableandsuitable.
ToamortizablestudentstoreadwidelyandefficientlyinEnglish,IneedtomakesuremylessonsareinterestinginEnglish..
IhavetaughtanumberofdifferenttasksdispreadtoinvolvedbecominganefficientreaderinEnglish..
HowtoexaminethelanguageskillsofreadingarewhatisinvolvedbecominganefficientreaderinEnglish..
ToasktoreflectonmyexperimentbothasalearnerofEnglishyourself.
IhavegivenmystudentssomeadviceonthenewwaysoflearningEnglish..
Theshortreadingpassageswedoinreallifeareidentifiedtheskills.
Uuit4FocusonListening
Ⅰ.Thetextyourmini—lessonplanisbasedon:
1.
Nowlet’swatchavideoelope,Iwouldlikeyoutoanswerthequestionafteryouwatch.
2.
Thistime,I’dlikeyoutorole—playthisdialogue
3.
Allofyouhavedoneaverygoodjob.
Role—play
Tounderstandthedialogueandcanactitout
Toorganizetheactivitiessothatthestudentscanpracticeinpairs
Conductor,corrector,helper
Actor.listener
15
30
Togivehelpwherethereisaneed
Howtopractice
Toprovidehowinputtoshowonexplanationhowthelanguageissued
Teachingorganization
Revisionandgreetings
Introductionofthenewlesson:
1）Theteacherplaythecassetteofthedialogtle,letthestudentslisten
2）Askthestudentstoanswersomequestionsofthisdialogue3）Letthestudentsdiscusstheanswersandthemcheckthemtogether.
4.
Explainthedialogue,Andthentellthestudentstheuseoftheimportantphasesandsentences
5.
Practice:
Theteacherhasgreatcontrolatthisprocess,and
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